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Rockville, MarylandRockville, Maryland

A P A R E N T ’ S G U I D ETO

Grade 2Curriculum

Rockville, Maryland

• Art• Mathematics• Music• Physical Education • Reading/

Language Arts• Science• Social Studies

2GRADE

VISIONA high-quality education is the fundamental right of every child. All children will receive the respect, encouragement, and opportunities they need to build the knowledge, skills, and attitudes to be successful, contributing members of a global society.

Board of Education

Mr. Christopher S. BarclayPresident

Ms. Shirley BrandmanVice President

Ms. Laura Berthiaume

Dr. Judith R. Docca

Mr. Michael A. Durso

Mr. Philip Kauffman

Mrs. Patricia B. O’Neill

Mr. Alan XieStudent Member

School Administration

Dr. Joshua P. StarrSuperintendent of Schools

Mr. Larry A. BowersChief Operating Officer

Dr. Frieda K. LaceyDeputy Superintendent of Schools

850 Hungerford Drive Rockville, Maryland 20850 www.montgomeryschoolsmd.org

Dear Parents and Guardians:

We welcome you to Grade 2! This brochure will give you an overview of the Grade 2 program and explain what your child will be learning in art, mathematics, music, physical education, reading/language arts, science, and social studies. The information it contains will help you support your child’s learning experience.

The Montgomery County Public Schools (MCPS) is committed to providing each child with the essential skills and knowledge he or she needs to succeed. Fulfillment of this goal must begin at an early age. The MCPS Grade 2 cur-riculum is designed to engage children in the learning process, provide them with a sense of accomplishment, and help them understand the value of what they are learning.

You may want to bring this booklet with you when you have a parent conference and keep it handy at home as a guide when you are discussing homework and school experiences with your child.

Working in partnership with the school staff is one of the most important things you can do to ensure your child’s success. I wish you a happy and healthy school year full of opportunities for both you and your child.

Respectfully,

Jerry D. Weast, Ed. D.Superintendent of Schools

850 Hungerford Drive ♦ Rockville, Maryland 20850

M A R Y L A N Dwww.montgomeryschoolsmd.org

ii • Grade 2 Curriculum

How Parents Can HelpYou want your child to succeed in school and in life. There are many ways to encourage him or her to achieve. Following are some of the many ways you can help your child get the most out of school:

• Show interest in what your child is doing in school. • Set high expectations for your child. Make it clear that school

should be his or her first priority. • Dedicate at least 15 minutes each day to talking with your

child and reading with him or her. • Provide a quiet place for your child to study. • Help your child with his or her homework. • Limit the amount of television your child watches and discuss

what he or she sees on television. • Monitor the amount of time your child spends playing video

games or surfing the Internet. • Volunteer to help with school activities and try to get other

parents involved as well. • Talk with your child’s teachers regularly about your child’s

progress and what you can do to help him or her improve. • Encourage your child to complete challenging work.

Adapted from A Parent’s Guide to Achievement Matters Most, Maryland State Department of Education.

How Parents Can Access Curriculum Resources

Parents should first consult the recommended resources. These documents can be found in school media centers.

• The MCPS revised Curriculum Framework for the subject (English/language arts, mathematics, science, or social studies), www.montgomeryschoolsmd.org/info/curriculum/framework.html.

• The Student Outcomes, by subject and grade level, as listed on the curriculum revision page of the MCPS website, www.montgomeryschoolsmd.org/info/curriculum/studentlearn.html.

• Their child’s individual classroom teacher(s).

Art—Grade 2 Curriculum • 1

ArtThe Montgomery County Public Schools (MCPS) pre-K–12 visual art program is designed to help students develop the knowledge and skills essential to understanding the following:

• Art is a powerful mode of communication. It provides essential ways for students to discover, interpret, and make meaning of life experiences.

• It helps students connect to the past and to other cultures.

• It includes investigating materials and visual forms, developing symbolic language, and engaging with critical and aesthetic modes of thought and expression.

• It teaches students how to take an integrated approach to creative expression and critical response that allows them to develop their unique artistic thoughts and gain a solid grounding for creating and appreciat-ing art.

Themes for Visual ArtThe elementary art curriculum is based on themes that show students the relevance of art in their own lives and the lives of people across time and place. These themes cross traditional boundaries and make connections between the student, art, and real-life issues. They also expose students to exploration, expression, communica-tion, and the creation of art.

Environment: The environment affects the way people think, feel, behave, and live.

Communication: People communicate thoughts, feelings, and ideas using words, symbols, signs, and behaviors.

Communities: People live in communities that are identified by common personal, social, and organiza-tional beliefs, values, and traditions.

Human Issues: People use knowledge, skills, and cre-ativity to fulfill their needs and desires.

Major ConceptsIn Grade 2, students will know and be able to use the following art elements and design principles in making and responding to art: color, line, shape, texture, form, pattern, repetition, contrast, and balance.

2 • Mathematics—Grade 2 Curriculum

MathematicsThe goal of the Montgomery County Public Schools pre-K–12 mathematics program is for all students to achieve mathematical proficiency through mastery of mathematical skills, concepts, and processes. The end result is the ability to think and reason mathematically and use mathematics to solve problems in authentic contexts.

The mathematics curriculum at each grade level is organized into units of instruction. The following statements pro-vide an overview of what students should know and be able to do by the end of each unit in Math 2. Throughout all units, students will apply concepts and skills to solve problems, communicate and reason mathematically, and make mathematical connections.

* A pictograph is a graph that uses a common picture or symbol to show data.** Nonstandard units are units other than customary units of measurement

(e.g., paper clips, blocks).

Unit 1 • Read, write, model, and compare whole num-

bers less than 1,000. • Identify 10 more than and 10 less than a number. • Describe numbers as odd or even. • Extend, create, and identify a rule for increasing

numerical patterns. • Collect, organize, and display data in more than

one way. • Create and interpret tallies, bar graphs, and

pictographs.*

Unit 2 • Describe and identify characteristics of plane and

solid figures. • Identify and model symmetry with concrete

materials and drawings. • Identify and model congruence with concrete

materials and drawings.

Unit 3 • Add and subtract 2- and 3-digit numbers using a

variety of strategies. • Solve problems involving addition and subtrac-

tion using models and number sentences. • Identify missing numbers in number sentences.

Unit 4 • Model and write numerals for fractional parts of

regions and sets. • Identify and describe measurable attributes,

including area, capacity, and temperature. • Estimate and measure length, weight, tempera-

ture, time, and capacity. • Solve problems using nonstandard** and stan-

dard measurement units and concepts.

Unit 5 • Demonstrate mastery of basic addition and sub-

traction facts for sums through 18. • Solve problems involving money through

$10.00. • Solve problems involving multiplication and

division using models and number sentences. • Estimate to check the reasonableness of compu-

tation results.

Curriculum Resources for ParentsParents should first consult the recommended resources listed under

“How Parents Can Access Curriculum Resources,” page ii.

Sites recommended by the National Council of Teachers of Mathematics:

National Council of Teachers of Mathematics Illuminations, www.Illuminations.nctm.org. From the NCTM website. A comprehensive organization of math investigations, lessons, tools, and resources. Call 703-620-9840.

Math Archives, “Topics in Mathematics,” www.archives.math.utk.edu/topics/. Dozens of basic and advanced math topics with links to related sites and lessons. Contact SunSite, University of Tennessee, Mathematics Dept., Knoxville, TN 37996.

Education Place, “Brain Teasers,” www.eduplace.com/math/brain/. Provided by Houghton Mifflin Company, this site contains a weekly word problem and solution for Grades 3–4, 5–6, and 7–8.

Math Forum @ Drexel, www.mathforum.org. Drexel University. A large site with a useful arithmetic/early mathematics link of activities and problems related to basic operations and other basic mathematical topics. Provides a vast selection of resources. Contact the Math Forum, 3210 Cherry Street, Philadelphia, PA 19104. Call 800-756-7823.

Helping Your Child Learn Math, Produced by USDE, 1999, www.ed.gov/pubs/parents/Math/. Provides math applications to real-life situations. This second edition of Helping Your Child Learn Math is for parents of children in kindergarten through fifth grade. It has been revised to include a variety of activities that will help children learn and apply mathematical concepts such as geometry, algebra, measurement, statistics, and probability in a useful and fun way. All of the activities in this book relate math to everyday life and comple-ment many of the math lessons that children are learning in school. Call 800-USA-LEARN.

OTHER MATH SITES:www.multiplication.com, www.multiplication.com/parents.htm. The parents page provides multiple strategies for teaching the times tables. Also includes games, flashcards, worksheets, other activities, and other resources. The site employs two instructional strategies—traditional and interactive/innovative techniques with pictures, rhymes, and stories.

AAA Math, www.aaamath.com This site contains hundreds of pages of basic math skills, which are sorted by math topics and grade levels K–8. It includes explanations of topics, practice, games, problems, and interactive practice activities. A traditional, yet fun, approach. Contact AAA Math, Box 16498, Albuquerque, NM 87191.

Music—Grade 2 Curriculum • 3

General MusicThe Montgomery County Public Schools (MCPS) pre-K–12 general music curriculum is designed to help students develop the knowledge and skills essential to understanding the following:

• Creating, performing, and responding to music require specific knowledge and skills that may be acquired only through study and practice.

• Music, while a distinct art form, shares many principles and concepts with theatre, the visual arts, and dance.

• A thorough understanding of music requires knowledge drawn from numerous other disciplines ranging from anatomy to physics and computer science.

• Music is found in every culture, and musical ability is found in every individual.

The Grade 2 music curriculum provides students opportunities to experience music and music-making through three processes: Creating, Performing and Responding.

Create MusicThe student will do the following:

• Create short pieces of music using voices, instru-ments and other sound sources.

Perform • Sing a variety of songs alone and in a group,

becoming increasingly aware of pitch and rhythm.

• Play simple melodies and accompaniments on instruments.

• Perform sequences of movement in singing games.

Respond • Identify classroom and orchestral instruments by

sight and sound. • Read simple pitch patterns and musical symbols. • Listen to and describe music contrasts (loud/soft;

high/low; fast/slow) using music terminology.

4 • Physical Education—Grade 2 Curriculum

Physical EducationThe Grade 2 physical education program provides students with opportunities to learn through movement. The physical education classroom promotes the learning of concepts related to movement skills, health-related fitness, and personal and social responsibility in a movement setting. Students who develop proficiency of the skills, concepts, and processes within these areas will move efficiently and value the benefits of leading healthy and active lifestyles.

The physical education curriculum at each grade level identifies skills and concepts to be taught and learned during each marking period. The following statements provide an overview of what students should know and be able to do by the end of each marking period in Grade 2.

Marking Period 1: • Perform the locomotor skills of galloping,

sliding, and skipping while moving along straight, curved, and zigzag pathways, in response to a signal.

• Move right, left, clockwise, and counterclock-wise, in response to a signal.

• Explain why the heart beats faster, the lungs breathe faster/deeper, and the skin sweats during and immediately after moderate and vigorous exercise.

Marking Period 2: • Move in relationship to a partner, for example,

meeting/parting, leading/following, and mir-roring/matching, in response to a signal.

• Throw overhand to a stationary target. • Catch an overhand thrown ball.

Marking Period 3: • Jump over a self-turned jump rope. • Transfer weight onto, over, and off of equipment

by beginning with the hands on the equipment, kicking the feet above the base of support, and landing softly on two feet.

• Explain that exercising and making healthy choices (e.g., eating fruits and vegetables) are ways to make the heart healthier.

Marking Period 4: • Dribble a ball with the feet. • Continuously strike a balloon or lightweight

ball using an underhand striking motion with a lightweight paddle/racket.

• Define persistence and explain how it relates to improvement.

Reading/Language Arts—Grade 2 Curriculum • 5

Reading/Language ArtsThe Montgomery County Public Schools elementary reading/language arts program reflects the integrated nature of a balanced literacy program. The elementary reading program provides instruction in the five components of read-ing—Phonemic Awareness (in kindergarten and Grade 1 only), Phonics, Vocabulary, Fluency, and Comprehension—and engagement in independent reading. Both reading purposes—Reading for Literary Experience and Reading to Be Informed—receive equal instructional attention. The elementary language arts program encompasses writing instruc-tion, which includes teaching the writing process and traits of effective writing (Ideas, Organization, Word Choice, Voice, Sentence Fluency, and Conventions). The three writing purposes—Writing to Express Personal Ideas, Writing to Inform, and Writing to Persuade—receive instructional attention. The processes of listening and speaking are inte-grated into all of the components of a comprehensive, balanced literacy program.

ReadingPhonics • Understands simple and complex letter-sound

relationships. • Applies letter-sound relationships to print.

Vocabulary • Uses surrounding words or sentences to determine

word meanings. • Begins to explore multiple-meaning words. • Acquires new vocabulary through reading.

Fluency • Reads grade-level text accurately with expression.

Comprehension • Reads grade-level text for different purposes: lit-

erary experiences (e.g., stories, plays, poems) and to be informed (e.g., articles and directions).

• Applies reading strategies used before, during, and after reading text.

BEFORE-READING STRATEGIES • Determines a purpose for reading. • Previews text to establish an initial impression of

what the book is about. • Makes predictions or asks questions based on

knowledge of the topic and the preview of the text.

DURING-READING STRATEGIES • Uses strategies to fix what does not make sense. • Makes connections to the text. • Confirms or alters predictions. • Rereads to confirm or alter understanding. • Understands characters, setting, problem/solution,

and plot when reading for a literary experience. • Explains how text features (e.g., captions, labels,

headings, table of contents, index) help the reader comprehend when reading informational text.

AFTER-READING STRATEGIES • Responds to reading through discussion. • Revisits the text to clarify what was learned. • Begins to learn how to summarize text. • Responds to reading comprehension questions in

writing. • Selects and independently reads at least 25 grade-

level-appropriate books.

Writing • Writes independently for a variety of purposes (for

personal expression, to inform, and to persuade). • Uses the writing process (prewriting, first draft,

revising, editing/proofreading, publishing). • Determines purpose and audience for writing. • Revises writing by using criteria or checklists. • Shows evidence of effective traits of writing. • Spells sight words and words that follow phonetic

generalizations correctly.

LISTENING AND SPEAKING SKILLS AND STRATEGIES ARE LEARNED AND APPLIED DURING READING AND WRITING INSTRUCTION. • Demonstrates active listening strategies (makes

visual contact, asks questions, follows directions, responds to questions and clues).

• Speaks clearly enough to be heard and understood for a variety of purposes.

TEXT CHARACTERISTICS • Book and print features • Sentence complexity • Content • Themes • Ideas • Language and literary features • Text structureBy examining how the book supports the developing reader and the challenges that are present, appropriate books can be matched to students for small-group instruc-tion to help them progress as readers. Text characteristics provide a guide to help teachers select the best text to use for instructional purposes. Grade-level-appropriate books are designated by the following list of criteria.

6 • Reading/Language Arts—Grade 2 Curriculum

Grade 2 Text Characteristics • Short and easy chapter books; longer picture books

with interesting vocabulary. • Characters in series books. • Increase in dialogue; speakers identified. • New genres introduced—legends, folktales, and

biographies. • Illustrations enhance the text but offer less support

for understanding text meaning. • Range of punctuation. • Longer and more complex sentences with adjec-

tives and adverbs. • One main plot with several episodes. • Large number of words beyond high-frequency

words. • Three- and four-syllable words. • Informational text—short text with strong text

feature support (e.g., illustrations, bold print, captions).



Reading/Language ArtsNational Council of Teachers of English, www.ncte.org/search?q=parents. Designed specifically to help parents help their children. Assorted topics. Contact NCTE, 1111 Kenyon Road, Urbana, IL 61801-1096. Call 217-328-3870 or 877-369-6283.

International Reading Association, www.reading.org./Information for/Parents.aspx. Go to a variety of topics—also in Spanish. Contact IRA, 444 North Capitol Street, NW, #630, Washington, D.C. 20001. Call 202-624-8800.

Helping Your Child Publication Seriesed.gov/parents/academic/help/hyc.htmlDesigned to provide parents with lessons and activities to help their school aged and preschool children master reading, under-stand the value of homework and develop skills.

Other Reading/Language Arts Sites:Guide to Grammar and Writing, Capital Community College, Hartford, Conn. http://grammar.ccc.commnet.edu/grammar. This site contains an extensive collection of grammar, mechanics, language, usage, and writing topics, easily accessed by multiple indexes. This very comprehensive site addresses rules, examples, exercises, and quizzes. Call 806-906-5000.

Read, Write, Now! Activities for Reading and Writing Fun, www.udel.edu/ETL/RWN/Activities.html. Produced by the U.S. Department of Education in collaboration with the International Reading Association and Reading is Fundamental. This site includes reading activities and reading lists for children through Grade 6. Listed as a resource in MCPS website Weblinks/“Internet Resources: Great for Homework.” Call 800-860-9228 or 800-872-5327.

NOTE: Please be aware that Internet sites occasionally discontinue and addresses often change.

Science—Grade 2 Curriculum • 7

ScienceThe Grade 2 science program provides students with opportunities to think and act like scientists. Science is orga-nized into two disciplines: physical sciences and earth sciences. Students acquire science knowledge, practice science process skills, and apply science concepts through reading and observing, as well as by conducting investigations that have real-world applications.

Grade 2 UnitsBalancing and WeighingUnit Summary: Students explore the relationship between balance and weight and learn strategies for making comparisons. They explore by manipulat-ing objects on a beam balance, building mobiles, and using an equal-arm balance. The relationship of den-sity, weight, and volume among different materials is explored. Balancing and Weighing was developed by the National Science Resources Center with support from the National Academy of Sciences and the Smithsonian Institution.

Major knowledge, skills, and conceptsBy the end of Grade 2, students should be able to do the following:

• Explore the relationship between balance and weight.

• Measure, describe, and classify materials based on common properties (e.g., volume, weight).

• Compare data, identify trends, and form conclu-sions based on data.

• Discover how the position of a fulcrum affects balance.

The Life Cycle of ButterfliesUnit Summary: Students observe and record the changes of the painted lady butterfly larvae from cater-pillar to adult. As they observe the changes, they learn about stages of development and structure of the organ-isms. Students compare what they have learned firsthand with what is printed in science literature. The Life Cycle of Butterflies was developed by the National Science Resources Center with support from the National Academy of Sciences and the Smithsonian Institution.


• Identify patterns of change over time. • Observe, record, and describe how specific parts of

the butterfly help it to survive. • Explain that habitats provide basic needs for the

organisms living in them. • Understand how life cycles affect populations.

LiquidsUnit Summary: Students investigate how substances dissolve. They make solutions, observe evaporation, and discover how some solutions crystallize. They explore properties of liquids, including surface tension, miscibility (“thickness” of a liquid), and density. This unit combines two GEMS (Great Explorations in Math and Science) publications, Liquid Explorations and Involving Dissolving. They were developed by the Lawrence Hall of Science, University of California, Berkeley.


• Classify materials based on similarities and differences.

• Recognize simple, well-designed procedures that identify important variables.

• Investigate materials based on their physical properties, including physical change.

• Learn the important properties of different liquids.

8 • Science—Grade 2 Curriculum



“Online Services for Montgomery County Public Schools,” part of the MCPS Science Curriculum website, www.mont-gomeryschoolsmd.org/curriculum/science/. All are available for home use. Subjects are broken down by elementary, middle, and high school use.

Sites recommended by the National Science Teachers Association:

National Science Teachers Association, www.nsta.org. Click on the “Other Visitors/Parents” link and then go to “Help Your Child Explore Science” (www.nsta.org/explore). Additional links offer constructive information for parents who wish to help their children in science. This site includes 40 pages of science and mathematics links. Contact NSTA, 1840 Wilson Blvd., Arlington, VA 22201. Call 703-243-7100.

Helping Your Child Learn Science United States Department of Education booklet, www.ed.gov/pubs/parents/Science/index.html. Provides science activities for parents of children ages 3–10. Activities are available for home and the community. Call 800-USA-LEARN (800-872-5327) and ask for Publications for Parents.

NOTE: Please be aware that Internet sites occasionally discontinue and addresses often change.

Up-to-date information about Montgomery County Public Schools

grading and reporting and the revision of report cards is available at the

MCPS website: www.montgomeryschoolsmd.org/info/grading.

You can also access up-to-the-minute information by clicking on “News.”

The local public library is a great source of information

and has computers and trained staff.

Social Studies—Grade 2 Curriculum • 9

Social StudiesIn Grade 2 students use geographic tools, maps, and globes to describe the characteristics of the United States. Students learn about landmarks that honor our country, its people, and special events. Students also explore democratic prin-ciples on which the United States political system is based. Students begin to learn the story of the United States and confirm that Native Americans were its first inhabitants. The story continues with a study of the encounter between the Wampanoag and Pilgrims. In Unit 2 students study goods, services, the production process, and natural, capital, and human resources to determine how economic decisions are made. The year concludes with a research unit in which students examine the role of leadership at different times throughout American history. Students gather information and write a biography of an influential person.

Unit 1—Political Systems in Action Major knowledge, skills, and conceptsBy the end of Grade 2, students should know the following: • Democratic principles, including individual rights and

responsibilities. • The purpose of rules and laws. • Landmarks, including monuments, that help to

develop national identity. • Geographic characteristics of the United States,

including landforms, bodies of water, climate, and animal life.

• Cardinal directions and intermediate directions used to help people find exact locations.

• The historic and present culture of the Wampanoag. • Motives for and results of the Pilgrims’ migration. • Daily life in the Plymouth settlement. • Motives for and results of the Mayflower Compact

and Treaty of 1621 between the Wampanoag and Pilgrims.

• Massasoit’s, Samoset’s, and Squanto’s roles in the sur-vival of the Pilgrims.

• Traditional harvest festivals held by both the Wampanoag and Pilgrims.

Unit 2—Economics: Making Important DecisionsMajor knowledge, skills, and conceptsBy the end of Grade 2, students should know the following: • The role of human, capital, and natural resources in

the production of goods and services. • The interrelationship between consumers and

producers. • The role of specialization in an economic system. • Why economic choices have to be made. • Methods for economic decision making. • The cost, benefits, and consequences of personal

spending and saving choices. • The relationship between public goods and services,

government, and taxes. • Location of places around the world and how trans-

portation enables trade.

Unit 3—Biography Past and PresentMajor knowledge, skills, and conceptsBy the end of Grade 2, students should know the following: • Characteristics of culture. • The relationship between conflict and respect. • The importance of individual action in creating

change. • Leaders of the past and today. • The contributions of individuals important to

the American political system, including George Washington, Abraham Lincoln, Harriet Tubman, Fredrick Douglass, and Martin Luther King, Jr.

• Characteristics of an effective leader.


“How Parents Can Access Curriculum Resources,” page ii.“Social Studies Resources and Links,” MCPS Social Studies Curriculum website, www.montgomeryschoolsmd.org/curriculum/socialstd/resources/resources.html. This site contains a very large number of resources, organized alphabetically by social studies topics.

ScholasticThis is an interactive website with games, activities and many resources for parents, teachers, and kids. Browse by grade level. Pre-K, 1-2, 3-5. http://www2.scholastic.com/browse/home.jsp

KOL Homework Help Jr.This is a directory of educator-reviewed websites for children in kin-dergarten, 1st Grade and 2nd Grade. Resources address topics such as geography, famous people, holidays and world cultures. http://kids.aol.com/homework-help/junior/social-studies

Time for Kidshttp://www.timeforkids.com/TFK Time for Kids includes resources appro-priate for early elementary students.

America’s Story from America’s LibraryThis Library of Congress site provides information on American History. Includes video, audio, and interactive activities. http://www.americaslibrary.gov/cgi-bin/page.cgi

National Geographic Xpeditions, www.nationalgeographic.com/xpeditions/lessons/index.html. Produced by the National Geographic Society, this series of lesson plans is aligned to the United States Geography Standards. The site sorts by topic, standard, and grade level and contains an extensive lesson plan bank, each linked to a U.S. Geography Standard. The site teaches clear application skills geared toward addressing real-world issues. Contact National Geographic Society, P.O. Box 98199, Washington, D.C. 20090-8199. Call 800-647-5463.

National Geographic Blue Ribbon Links www.nationalgeographic.com/xpeditions/links.html. This site contains links on a variety of geography topics recommended by the National Geographic Society. These links are updated frequently. Contact National Geographic Society, P.O. Box 98199, Washington, D.C. 20090-8199. Call 800-647-5463.

Students show what they know and can do in different ways. These ways include, but are not limited to, oral responses, discussions, performance activities, nonverbal demonstra-tions, role plays, interviews, debates, written responses, essays and reports, demonstrations using manipulative materials, and performance on quizzes and tests. These responses are evidence of what students have learned. The Montgomery County Public Schools (MCPS) has a comprehensive assess-ment program to monitor students’ progress toward mastery of essential skills and knowledge.

These assessments inform teachers, parents, and students about academic progress. Teachers use the information to adjust instruction to meet individual learning needs. Teachers use multiple and varied opportunities to assess students’ skills and knowledge. Several forms of assessment are used throughout the school year.

Pre-assessments are given before instruction to measure a student’s knowledge and skills of the unit or quarter to be taught. The teacher uses this information to pinpoint what to teach and how to teach it. Pre-assessments tell the teacher what students already know about the topic of study, provide an opportunity for students to preview upcoming topics, and pave the way for accelerating instruction. Examples of pre-assessments include discussion, observation, diagnostic tests, and tasks.

Formative assessments are administered through-out a unit of study to monitor how well students are learning. The teacher uses this information to adjust instruc-tion to improve student performance. Examples of forma-tive assessments are journal entries, quizzes, conferences, performance tasks, exhibits, demonstrations, unit tests, and portfolio reviews.

The Montgomery County Public Schools Assessment Program —Primary Reading (MCPSAP-PR) is a kinder-garten through Grade 2 reading assessment. The assessment informs instructional practice and measures individual stu-dent progress. The assessment is administered to all kinder-garten through Grade 2 students three times a year within a designated testing window. The fall and winter administra-tions are formative assessments.

The Measures of Academic Progress in Reading (MAP-R) is a formative assessment that all students in Grades 3, 4, and 5 take on the computer to measure reading progress.

Summative assessments are given annually to measure how well students are learning concepts and skills specified in the Maryland Voluntary State Curriculum. The Maryland School Assessment (MSA) meets the federal testing requirements of No Child Left Behind Act, and is used to measure students’ yearly progress. Students in Grades 3, 4, and 5 take the MSA in reading and mathematics in the spring. Students in Grade 5 take the Science MSA in the spring.

The MSA format includes multiple-choice and short-essay questions. Students complete all test activities independently. Parents should receive their children’s MSA scores in the fall of the following year.

Special education students in Grades 3, 4, and 5 who are exempt from the MSA take the Alternate MSA (Alt-MSA), utilizing videotaping and portfolios of student work collected throughout the school year.

All students who are enrolled in the English for Speakers of Other Languages (ESOL) program and are receiving ESOL services take the Language Assessment System (LAS) Links. The LAS Links testing window is in the spring.

The spring assessment of the MCPSAP-PR serves as a summative assessment.

MCPS second graders take the TerraNova 2 in the spring. This test assesses reading, language mechanics, mathematics, and mathematics computation.

Gathering Evidence of Student Learning

SUMMATIVE ASSESSMENTSGrade Test

3–5Alternate Maryland School Assessment

(for special education students who are exempt from the MSA only)

3–5 Maryland School Assessment Reading, Mathematics

5 Maryland School Assessment Science

2 TerraNova 2

K–5 Language Assessment System (LAS) Links

K–2Montgomery County Public Schools Assessment Program—Primary Reading

Spring Administration

More information on the Maryland School Assessments

is available on the Maryland State Department of Education’s website:

www.marylandpublicschools.org/

Or, go to the Maryland State Department

of Education’s state assessment website: www.mdk12.org,

for your school’s scores and a more complete explanation of the content of the assessment.

Published by the Department of Materials Managementfor the Office of Curriculum and Instructional Programs

2083.12ct • Editorial, Graphics & Publishing Services • Web • 08/11

This document is available in an alternate format, upon request, under the Americans with Disabilities Act, by contacting the Public Information Office, at 850 Hungerford

Drive, Room 112, Rockville, MD 20850, or by phone at 301-279-3391 or via the Maryland Relay at 1-800-735-2258.

Individuals who need sign language interpretation or cued speech transliteration in communicating with Montgomery County Public Schools (MCPS) may contact Interpreting Services in the Deaf and Hard of Hearing Program at 301-517-5539.

MCPS prohibits illegal discrimination on the basis of race, color, gender, religion, ancestry, national origin, marital status, socioeconomic status, age, disability, physical

characteristics, or sexual orientation. Inquiries or complaints regarding discrimination or Title IX issues such as gender equity and sexual harassment should be directed to

the Office of the Deputy Superintendent of Schools at 301-279-3126, via the Maryland Relay at 1-800-735-2258, or addressed to that office at

850 Hungerford Drive, Room 129, Rockville, MD 20850.

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